Research On The Mode And Effect Of Middle School PE Teaching Intervention Based On Cognitive Disorder Theory

Middle school sports teaching must deal with the students of physical education,cognitive and behavioral problems, in their minds, physical education is a kind ofcourse, they are how to respond to the physical education, this requires them has aclear and accurate positioning to physical education. Only in this way can providethe development of sports teaching and guarantee the cognitive psychological basis,to improve teachers’ teaching and students’ learning enthusiasm, to improve the effectof physical education teaching. middle school is the behavior of the individual withstrong plasticity, effective cognitive and behavioral intervention can help students todevelop good habits of physical education learning. Fully understand the currentsituation of middle school students of physical education, cognition, behavior,especially to reveal the characteristics and laws of middle school students’ sportsawareness and sports behavior has become the urgent need of reality. This researchmainly on the basis of cognitive dissonance theory, design the corresponding teachingmeans of intervention, to explore the feasibility of implementing interventioneducation in middle school sports teaching, can promote the development of middleschool physical education, promote the middle school sports teaching reform toprovide theoretical basis and reference, and cultivating middle school students ofphysical education, good sports cognition and behavior to provide clues andenlightenment.This study mainly with experimental method, combined with the literature datamethod, questionnaire survey method, mathematical statistics and logic analysismethod, the cognitive dissonance theory as the theoretical basis, and the ordinarymiddle school students as subjects, it is divided into the experimental group andcontrol group, understand middle school physical education, sports awareness andsports behavior before and after the experiment, comparing the situation, the obtaineddata were statistically analyzed and discussed, aims to verify the design based on themeans of intervention under the theory of cognitive dissonance is feasibility andactual effect of application. The main research conclusions are as follows:(1) cognitive intervention methods:①when the original cognitive cannot getconfirmed that show evidence to the contrary, the cognitive and faith have doubts andshake.②The establishment of the new cognition, with the new cognition of pastdifferent cognitive system, replacing the old with the new cognitive cognition.③Introspection or insight, under the existing cognitive system, hammering outthe past events, and discomfort in the past, and determined the vested cognition.Designed to induce students cognitive conflict means, the purpose is in the process ofselection by stimulating the student have cognitive conflict, this plan accords withtheory of cognitive dissonance, and is effective and feasible.(2) the experimental group before and after the experiment the students ofphysical education, sports cognition appear the phenomenon of moving in thepositive direction. And increases a lot. Explained the design way of intervention onthe basis of the theory of cognitive dissonance in promoting students cognitivemoving in the positive direction of physical education, has a positive role.(3) the experimental group before and after the experiment of sports behaviorappeared the phenomenon of moving in the positive direction. And improvesignificantly. Explained the design way of intervention on the basis of the theory ofcognitive dissonance in promoting moving in the positive direction to the behavior ofthe physical education for middle school students, has a positive role.(4) through the students’ cognitive conflict, disorder, to the correspondingexperimental group after the intervention, the experimental group sports need tocognitive, sports attitude, sports cognition value cognition, compared to the threeshowed significant difference.(5) through the students’ cognitive conflict, to the corresponding interventiongroup, the scores of three points of the experimental group were higher than thecontrol group. Experimental group of dominant recessive sports sports behavior,behavior, recessive sports behavior, compared to the three dominant+were showingsignificant differences. (6) through the analysis of the above several show that analysis and based on thetheory of cognitive dissonance of intervention measures can promote the middleschool students of physical education sports awareness and sports behavior to positivedirection.(7) the experimental group before and after the experiment the boys’ nosignificant differences between sports awareness and sports behavior.(8) the experimental group before and after the experiment the girl of nosignificant difference between sports awareness and sports behavior.(9) the application of cognitive dissonance theory has no effect on gender, nosignificant difference.